Pre-Service Physics Teachers' Self-Assessment of Professional Competence After Following TPE (Teacher Professional Education)

Sep 2, 2026

Uploaded by Theodore

Evaluate the effectiveness of the Physics TPE (Teacher Professional Education) program in strengthening teacher professionalism through graduates’ self-perceptions. Data were collected using a self-assessment questionnaire administered to 36 Physics TPE graduates to measure teacher professional competence before and after participation. Results indicate significant improvements across multiple professionalism aspects, including educational foundations mastery, teaching program preparation, implementation, assessment, and student character building. The largest gains appear in educational foundations mastery, with teaching implementation showing smaller but positive progress, reflecting overall favorable graduate perceptions and potential for professional development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Introduction

Teacher professionalism and competence

Teacher Professional Education (TPE)

Method and Instrument Validation

Self-assessment questionnaire design

Validity and Likert scale analysis

Results

Aspects of teacher professionalism assessed

Item-level validity outcomes

Discussion and Conclusion

Improvements after TPE and interpretation

| Pre-Service Physics Teachers' Self-Assessment of Professional Competence After Following TPE (Teacher Professional Education)
Habibah Khusna Baihaqi*, Dyah Arum Arimurti
Physics Education, Faculty ofTeacher Training and Education, Jember University. Jember 68121, Indonesia
*[Corresponding Author Email : habibahkhusnabaihaqi.fkip@unej.ac.id](Corresponding Author Email : habibahkhusnabaihaqi.fkip@unej.ac.id) | | | --- | --- | | Article’s Info
Received: 24th, October, 2024
Accepted: 6th, May, 2025
Published: 28th, May, 2025
DOI: [https://doi.org/10.20961/jmpf.v1](https://doi.org/10.20961/jmpf.v1)[ ](https://doi.org/10.20961/jmpf.v1)5i1 .94430
How to Cite : Baihaqi, H. K., Arimurti, D. A. (2025) . Pre-Service Physics Teachers' Self-Assessment of Professional Competence After Following TPE (Teacher Professional Education) . Jurnal Materi dan Pembelajaran Fisika, 15(1) 41-47 | Abstract. This study aimed to evaluate the effectiveness of the Physics TPE program in improving teacher professionalism by considering the perceptions of its graduates. Data were collected through a self-assessment questionnaire/survey given to Physics TPE graduates regarding their teacher professional competence before and after participating in TPE. A total of 36 physics TPE graduates participated in this study. The results showed significant improvements in various aspects of teacher professionalism. Graduates reported improvements in their mastery of educational foundations, teaching program preparation, teaching program implementation, assessment, and student character building. In particular, the greatest improvement was observed in mastery of educational foundations, likely due to the alignment ofthe TPE curriculum with the stages of effective teaching. While teaching implementation showed the smallest improvement, it was still positive. Overall, the Physics TPE program was perceived well by its graduates, indicating its potential to contribute to the professional development of physics teachers.
Keywords: Physics Teachers’ Self-Assessment, Professional Competence, Teacher Professional Education
This open access article is distributed under a CC-BY License

| | INTRODUCTION
Teacher is one of the oldest professions in the world (Johnson, 2016) . In line with the mandate of Law Number 14 of 2005 concerning Teachers and Lecturers, a teacher in improving his performance must always try to actively improve his level of professionalism through the continuous development of pedagogical competence. Teacher professionalism is a crucial factor in realizing superior and sustainable education quality (Risdiany, 2021) . Previous studies (Anwar & Mubin, 2020; Mardhatillah & Surjanti, 2023; Supriyanto, 2023) have shown that teacher competence, including pedagogical skills and professionalism, has a significant influence on their performance in the classroom. A study (Setiawati, 2024) showed that the use of instrument construction scaffolding can improve the ability of science teachers to construct critical and creative thinking skills tests. These findings indicate that developing the ability of science teachers to construct quality tests is an important aspect in improving their professionalism. Teacher Professional Education (TPE), also known as Pendidikan Profesi Guru (PPG) in Bahasa, is expected to be able to produce graduates who | | | Item
Number | Mean content
validity | Mean language clarity | Mean item
relevance | Overall
mean | Validity | | --- | --- | --- | --- | --- | --- | | 1 | 3.5 | 4 | 3.5 | 3.67 | Valid | | 2 | 2.5 | 3 | 2.5 | 2.67 | Valid enough | | 3 | 4 | 4 | 4 | 4 | Valid | | 4 | 2 | 3 | 3 | 2.67 | Valid enough | | 5 | 3.5 | 3 | 3.5 | 3.33 | Valid | | 6 | 3.5 | 3.5 | 3.5 | 3.5 | Valid | | 7 | 3.5 | 4 | 3 | 3.5 | Valid | | 8 | 3 | 3.5 | 4 | 3.5 | Valid | | 9 | 2 | 3 | 3 | 2.67 | Valid enough | | 10 | 2 | 3 | 3 | 2.67 | Valid enough | | 11 | 3 | 3.5 | 1.5 | 2.67 | Valid enough | | 12 | 2.5 |

FAQs

How was teacher professional competence measured in this study?

Using a self-assessment questionnaire given to Physics TPE graduates, comparing their perceived professional competence before and after TPE. The responses were analyzed with a four-point Likert scale.

Which aspects of teacher professionalism improved after completing TPE?

Graduates reported improvements in mastery of educational foundations, teaching program preparation, teaching program implementation, assessment, and student character building.

What showed the greatest and smallest improvement?

The greatest improvement was in mastery of educational foundations. Teaching program implementation showed the smallest improvement, though it still remained positive.

Sep 2, 2026

Uploaded by Theodore